1. Experiences in the use of multiple methods in interdisciplinary education ESEE 2011, Istanbul: Discussion session on Multiple methods in interdisciplinary research and education Janne I. Hukkinen University of Helsinki janne.i.hukkinen@helsinki.fi

2. Objectives 1.Present state-of-the-art typology of interdisciplinary knowledge 2.Articulate challenges that different types of interdisciplinary knowledge pose for education in problem-oriented environmental education, with examples from personal experiences 3.Propose ways of meeting challenges

3. Typology of multi- and interdisciplinarity (H uutoniemi, K., J. Thompson Klein, H. Bruun and J. Hukkinen (2010) Analyzing interdisciplinarity: Typology and indicators, Research Policy, Vol. 39, No. 1, pp. 79-88 ) Multidisciplinary knowledge: pools together ingredients of new knowledge across epistemological boundaries without substantially adapting the ingredients – Encyclopedic: juxtaposition of fields linked by topical focus – Contextualizing: interaction between fields in problem setting – Composite: fields combined in modular fashion Interdisciplinary knowledge: arises from synergistic interaction across fields, including framing of problems, formulation of theories, application of methodologies and use of data – Empirical: empirical data integrated to investigate links across fields – Methodological: methodological approaches combined – Theoretical: concepts, models or theories from different fields synthesized

4. Data: programmes/courses YearInstitutionProgramme/courseECTS cr 1993- 1996 Maastricht School of Management, the Netherlands Individual research project (Environmental Management Executive Programme) (EMEP) 3-5 1996- 1999 Arctic Centre, University of Lapland, Finland Environmental Impact Assessment course (Arctic Studies Programme) (ASP) 1-2 1999- 2008 Helsinki University of Technology, Finland Environmental Strategies course (Major in Environmental Strategies and Technology Assessment) (ESTRA) 4-6 Since 2009 University of Helsinki, Finland Environmental Policy Deliberation course (Minor in Environmental Policy) (EDELI) 4-6

5. Data: curricula EMEP Module I: Introductory lectures Module II: Technical skills – Global environmental problems – Soil, air, water and energy management/conservation – Ecodesign, Environmental health and safety, Environmental modeling – Research/case study methodology Module III: Management skills – Environmental policy and regulation, EIA, Dutch environmental policy plan – Environmental management, Green product concepts and green marketing, LCA – Project management, Economic development and the environment, Clean technology and sustainable development – Individual and group processes, problem solving – Environmental crisis management, International disaster planning Module IV: Research project, case studies, work visits ASP 1.Introduction 2.Environment and nature – Ecological and historical biogeography of Arctic regions – Arctic biota and natural/anthropogenic disturbance regimes – Natural selection and adaptation to northern environment 3.Politics and society – International relations in the European and circupolar north – Sustaining Arctic communities – EIA in the Arctic 4.Culture and history – Northern peoples of Russia – Encountering different ethnic groups – Occupational history in Western Lapland – Colonial expansion in the Sámi area 5.Seminar

6. Data: curricula ESTRA 1.Introduction to environmental strategies 2.Rules that guide environmental management – Institutional design in environmental management – Systems of environmental regulation 3.Strategic tools in environmental management – Impact assessment as a strategic tool – Product design and the environment – Eco-efficiency tools – Critique of eco-efficiency – Rethinking the role of sustainability indicators 4.Knowledge base in environmental strategies – Methodological issues in scenario construction – Scenarios as tools for power EDELI 1.Introduction to environmental policy deliberation 2.Socio-ecological system as the field of environmental policy (framing the system) 3.Dialogue between facts and values in environmental policy (framing facts/values) 4.Scenarios and indicators as tools of environmental policy deliberation (framing ends/means) 5.Classification and its consequences (framing policy agenda) 6.Environmental policy deliberation as power (framing power) 7.Scientific and professional collaboration in environmental policy (framing expertise) 8.Environmental expertise as hybrid expertise (putting in practice the interplay across frames)

7. Challenges: lecturers Many lecturers Single lecturer Multi- disciplinary Inter- disciplinary EMEP ESTRAASPEDELI Legend: EMEP=MSM Environmental Management Executive Programme ASP=AC Arctic Studies Programme ESTRA=HUT Environmental Strategies course EDELI=UH Environmental Policy Deliberation course

8. Challenges: assignments Group assignment Individual assignment Multi- disciplinary Inter- disciplinary EMEP ESTRAASP EDELI Legend: EMEP=MSM Environmental Management Executive Programme ASP=AC Arctic Studies Programme ESTRA=HUT Environmental Strategies course EDELI=UH Environmental Policy Deliberation course EDELI

9. Challenges: tools Group assignment Individual assignment Multi- disciplinary Inter- disciplinary Policy report Case study Role play Diary Role play Policy report Case study Autopoietic -adaptation to game -self-reflection Cartesian -system control -subject-object

10. Propositions 1.It is easier to arrange ID education with single lecturer than multiple lecturers, because ID knowledge integration is easier for a single lecturer than among multiple lecturers 2.It is easier to arrange MD education with multiple lecturers, because single lecturers with deep skills in several disciplines are rare 3.Multiple lecturers fit with individual assignment, because it is easier for an individual than a group to integrate advise from multiple lecturers 4.Single lecturer fits with group assignment, because it is easier for single lecturer than multiple lecturers to guide a group 5.ID skill demands ability to frame issues flexibly, which calls for autopoietic tools such as role play and self-reflexive exercises 6.MD skill demands subject-object analytical capability, which calls for Cartesian tools such as case studies and policy reports 7.ID and MD approaches are complementary: MD rewards problem solution, ID rewards problem re-framing 8.ID education demands individual and group assignments to cultivate both conceptual blending by individuals and knowledge integration within group